Student-directed assessment of knowledge building using electronic portfolios

Student-directed assessment of knowledge building using electronic portfolios

• Van Aalst, Jan Faculty of Education, University of Hong Kong
• Chan, Carol K. K. Faculty of Education, University of Hong Kong

Journal of the Learning Sciences, 16(2), 175-220, 2007

Lawrence Erlbaum Associates

2007

• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching
• L Educational Measurement & Evaluation

Foreign Countries Portfolios (Background Materials) Electronic Equipment Grade 12 Portfolio Assessment Cooperative Learning Discussion Groups Electronic Mail Canada Hong Kong

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Despite emphasis and progress in developing collaborative inquiry in computer-supported collaborative learning research, little attention has been given to examining how collective learning can be assessed in computer-supported collaborative learning classrooms, and how students can have agency in assessing their own collaborative process. We propose that assessments should capture both individual and collective aspects of learning and be designed in ways that foster collaboration. We describe the design of student-directed electronic portfolio assessments to characterize and "scaffold" collaborative inquiry using Knowledge Forum™. Our design involved asking students to identify exemplary notes in the computer discourse depicting knowledge building episodes using four knowledge building principles as criteria. We report three studies that examined the designs and roles of knowledge building portfolios with graduate and Grade 12 students in Hong Kong and Canada. The findings suggest that knowledge building portfolios help to characterize collective knowledge advances and foster domain understanding. We discuss lessons learned regarding how knowledge building may be fostered and provide principles for designing assessments that can be used to evaluate and foster deep inquiry in asynchronous online discussion environments.
[Copyright of Journal of the Learning Sciences is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10508400701193697]

• English

Journal Articles

• 10508406

• 10.1080/10508400701193697

https://bibliography.lib.eduhk.hk/bibs/4f7b4117

2010-09-27